Traditional techniques and pedagogies of higher education institutions often fail to provide students with optimal arrangements for learning. Interteaching (Boyce & Hineline, 2002) introduces a beneficial way to arrange learning in the college class room and mitigates resistance towards earlier behavior analytic educational systems. A multielement design was used to alternate three conditions in an undergraduate research methods class: (a) lecture, (b) interteaching with points available for completion of preparation guides, and (c) interteaching with no points available for preparation guide completion. Results showed that Interteaching conditions with or without points produced higher quiz scores as compared to lecture. However, approximately three times as many students turned in preparation guides when points were available for doing so. Interteaching conditions also lead to higher rates of student participation, and may be preferred by students.

Interteaching has emerged as one of the newest behaviorally-based pedagogical approaches in recent research. The present study evaluated the use of interteaching as a pedagogical approach in the context of an undergraduate behavior analysis class. 24 participants were alternated in a counterbalanced manner between interteaching classes and standard lecture format classes throughout the duration of the class. No significant differences were found between mean class quiz scores between the two conditions. However, 16 of the 24 students did have significantly higher mean quiz scores following interteaching than lecture when comparing mean quiz scores at the individual level.